Funny Photo Alphabet

96 Pages·2009·3.3 MB·English

FFuunnnnyy PPhhoottoo
AAllpphhaabbeett
Teaching Guide
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Funny Photo Alphabet Teaching Guide
ISBN 1 86509 908 2
Written by Kara Munn
Copyright © 2005 Blake Publishing
Blake Education Pty Ltd
ABN 50 074 266 023
108 Main Rd
Clayton South VIC 3168
Ph: [phone]
Fax: [phone]
email: [email protected]
Visit our website: www.blake.com.au
Publisher: Katy Pike
Editor: Garda Turner
Designed by Modern Art Production Group
Proudly printed in Australia by Printing Creations
This publication is © copyright. No part of this book may be reproduced by any
means without written permission from the publisher.
Contents
Introduction 4 Pp Penguin pond 61
Alphabet Activities 6 Qq The Queen's question 64
Assessment 8 Rr Rabbit on a raft 67
Game Boards 9 Ss Silly seagulls 70
Alphabet Cards 12 Tt Talking tigers 73
Aa Apples and ants 16 Uu Under umbrellas 76
Bb Big bad bears 19 Vv Vegetables in a van 79
Cc Candles on a cake 22 Ww Wet whales 82
Dd Dancing dog 25 Xx X as in fox 85
Ee Eggs and elephants 28 Yy Yellow yoyo 88
Ff Funny fish 31 Zz Zebras in a zoo 91
Gg Giggly goat 34 Assessment Record Sheets 94
Hh Happy horse 37 Certificates 96
Ii Icky insects 40
Jj Jolly jellybeans 43
Kk Kicking kangaroo 46
Ll Lots of lizards 49
Mm Mini mouse 52
Nn Nine nuts 55
Oo Orange Octopus 58
3
Introduction
Everybody knows what memorable means – easy to
remember – and that is what we want learning to be –
easy, interesting, fun and memorable.
It was with this in mind that we created the Funny With this series there are plenty of teaching
Photo Phonics series. opportunities for letter/sound correspondence,
word study, word/picture match, book handling
Funny Photo Phonics makes learning to read a skills, tracking of print and phonemic awareness.
memorable experience. Each book has
extraordinary pictures and rhythmic text. The Funny Photo Phonics
learning focus is clear and uncluttered.
Each set of the Funny Photo Phonics series builds
reading skills by focusing on phonic elements such
Funny Photo Alphabet
as short vowels, blends, and long vowels.
The series begins with the 26 books of the Funny
Photo Alphabet set which emphasise phonemic Teaching Guide
awareness, alphabet knowledge and letter-sound
In the Teaching Guide we have outlined a
correspondence. These are some of the essential
suggested plan of how each book could be used in
skills we would like all our children to learn by the
the classroom. For each letter of the alphabet there
end of their first year of school. Many research
is a page of teaching notes covering phonemic
studies have shown that children with phonemic
awareness and alphabet knowledge. Then there
awareness who know the alphabet are well on
are two activity pages. These activities are many
their way to becoming readers.
and varied and most can be adapted to use with
other letters. We wanted to supply you with as
The Funny Photo Alphabet set has been developed
many ideas as possible - a truly useful resource for
to enhance your students' learning of key reading
your classroom.
skills, but not in a dry and ordinary way. These
books jump out at kids - the manipulated
Phonemic Awareness
photographic illustrations are extraordinary - the
images are funny and wonderfully inventive. The Phonemic awareness is the knowledge that speech
pictures match the rhythmic text perfectly. The is made up of different words and that words are
alliterative text of each book brings the sound of made up of syllables and that syllables are made
the letter into the ears of your students. And, using up of letters. To a young child all these facts are
the Funny Photo Alphabet Big book, the not necessarily transparent.
alliterative text can be read by you to the class and
then chanted together with the children. Each Phonemic awareness training has been shown to
letter has its own small book with careful text improve long-term reading gains in all children and
placement in an easy-to-read font. The text in each especially those at risk of reading difficulties. It
book is either a very simple story or poem so the involves training children to focus on the sounds in
series also includes a small number of essential words. Once these links have been made, the
sight words. Your children will be reading for learning of letter sounds and other phonic skills
meaning, reading for fun and reading with real becomes a lot easier. As children like to play with
enjoyment. sounds, many of the phonemic awareness activities
are enjoyable activities for kids.
4
The phonemic awareness activities in this book letter. Have students use the wands as directed to
focus on five different skills. find, for example, the letter that says /c/ as in cat.
Different students can come up and swat the page
The student is able to:- finding the different examples. Repeat this activity
1 Recognise rhyme and alliteration. For example, with other text features such as sight words and
recognises words that begin with the same punctuation marks (lists of these appear in the
letter. Can produce own words that begin with back of each little book).
the same letter.
2 Perform oddity tasks. For example, chooses the
odd one out when shown a variety of pictures,
eg ant, apple, tiger.
3 Break words into syllables. For example, count
the number of syllables in a series of words
4 Orally blend and segment words. For example,
blend a word together given the onset and
rime, moving on to develop the ability to
segment words into their smallest component –
the number of phonemes.
5 Play with a sound in words. For example,
replace the first sound in cake with /b/. What is
the new word? Now replace the first sound with
/t/. What is the new word?
Using the Funny Photo
Alphabet Series
Read the Big Book
Introduce the letter
Show the capital and the lower case form of the
letter. Show how the lower case letter is formed.
Have children practise forming the letter in the air.
Have children say the sound that the letter makes.
Have them pair up with a buddy and watch how
the sound is made. Make sure students are saying
the sound the letter makes, not the letter name.
Read one page of the big book, emphasising the
rhythm of the text. Point to each word as you say
it. Have students chime in on the second or third
reading and have them read along with you. Now
choose a word that appears more than once and
see if anyone can find where else it appears in the
text. Have some magic wands handy, such as a fly
swatter with a square hole cut out of the middle or
use cardboard stars on sticks with holes cut out.
Use them to concentrate on certain text features,
such as the capital and lower case form of the
5
Alphabet activities
Grab a game that corresponds with the first sound of the
picture. For example, on the back of the card
The following games can be played throughout the
showing an apple, write a lower case a in the script
year, or they could be adapted to be used with a
appropriate to your school. To play Memory and
particular sound.
Lotto, you will need to keep one set of alphabet
cards with blank backs. If possible, laminate the
Before you begin
game boards and the alphabet cards to ensure that
Each of these activities refers to the game boards they can be used time and time again. Once
which can be found on pages 9 to 11, or the students have been shown how to play a game,
alphabet cards which can be found on pages 12 to the game can be stored in an accessible place and
15. Copy the game boards and the alphabet cards students can be encouraged to play it when they
onto thin card. Make multiple copies if possible. On finish another activity early, or during a rainy inside
the back of each alphabet card, write the letter lunch break.
A
You will need:
• one set of alphabet cards (remove doubles of each letter).
Shuffle a set of the alphabet cards. Give each student one card.
to Students can use whichever side of the card they wish. Explain to
students that they need to get themselves in a line in alphabetical
order. When students can do this well, challenge them to do it
without talking.
Z
Alternatively, allow students to work alone or in small groups, and
ask them to place all of the cards in a line along the ground, in
alphabetical order.
What letter am I?
You will need:
• a small headband and a paperclip
• one set of alphabet cards.
Have one student sitting at the front of the class. This student could be wearing a small
headband made from a ring of thin card. On the headband, use a paperclip to attach one
card from the set of alphabet cards. The student should not know what card is on their
headband. Depending on the ability of students, the letter or the picture could be facing
outwards. The student now needs to ask questions with ‘yes’ or ‘no’ answers to find out what
letter/sound is on the headband. Questions might include: Can you hear my sound in pig?,
Can you hear my sound at the start of street? To make it easier for the student to remember
which sounds they have eliminated, keep a record on chart paper. This can form part of the
lesson. Say, for example, "If the sound is not in pig, then which letters can we cross off?"
6
Add a letter
Sound Swap
You will need:
• one set of alphabet cards. You will need:
• one set of alphabet cards.
Have students use the letter side of
the cards. Allow students to use
Have students make a CVC word
the cards to make as many words,
with their cards. Next, ask them to
and in particular CVC words
(consonant/vowel/consonant), change the middle card, or the
as they can. More capable students vowel, to another vowel to make a
could try to join their words into
new word. Ask students to see how
a crossword grid.
many new words they can make.
Memory Lot to
You will need:
You will need: • one set of alphabet cards without letters
• one set of alphabet cards without letters written on the back
written on the back. • game boards.
The game can be played in pairs. Each student will
Shuffle the cards and place them face down on need a game board. Shuffle the alphabet cards and
the ground in front of students. Students are place them face down in the middle of the students.
going to try to place all the cards in alphabetical Provide students with an instruction such as: "Today
order. Students should take it in turns to look at we are going to match the beginning sounds." or
two cards. Someone will need to find the /a/ card "You need to think about the end sounds today."
to begin. Once the /a/ card has been turned over, Students can take it in turns to look at a card. If the
beginning sound is the same as one on their card,
students need to continue trying to find the /b/
they may place the card on their game board and
card, and then the /c/ card and so on. When
have another turn. If the start sound does not match
students turn over their two cards, they should
one that is on their card, they need to replace the
make sure that everyone can see the cards
card on the ground. Play continues until each section
before replacing them face down on the ground.
of the game board is covered. Repeat this game, but
The winner is the student who completes the
change the instruction to encourage students to
alphabetical order by placing the /z/ card in concentrate on the end sounds of words. Much of the
position. Note there will be leftover cards at the value of this game is on the conversation that
end of this game. students will have as they discuss each word.
7
And Now for Assessment
There are two assessment record sheets on pages
94 and 95 which can be used to record your
students' progress.
Funny Photo Alphabet Assessment 1 Funny Photo Alphabet Assessment 2
You will need: You will need:
• one copy of Assessment 1 (page 94) per student • one copy of Assessment 2 (page 95) for
• one set of alphabet cards (remove doubles of the class
each letter). • game boards 5 and 6 (page 11).
– Write the student’s name on the assessment – Write each student’s name on the assessment
sheet. sheet.
– Shuffle the alphabet cards. Present the cards to – Show students either Game Board 5 or 6. One
the student one by one. Show the picture side board could be used at the beginning of the
first. Ask: “What is this picture? What sound can year and the other used later in the year.
you hear at the start of the word?” – Discuss each of the pictures. “Can you tell me
– Make sure each student is able to say the sound which words start with the same sound? What
correctly. Ask them to repeat the sound after sound do they start with? What other words do
you have said it if their response is unclear. you know that start with this sound?
– Record students’ responses in the spaces – Now, count the ‘claps’ or the syllables in some
provided on the assessment sheet. of these words.”
– Next, present the cards to students with the Depending on the card you are using, make
letter side facing up. Have students say each sure students attempt to count the syllables in
sound. Don’t accept the name of the letter. ‘hippo’ (or hippopotamus), or ‘sandcastle’.
– Now ask students to write the letter. Check to – Next, ask students to find the rhyming words.
see that they are forming the letter correctly. – Finally, say to students, “I can say a word very
Record. slowly /c/....at, or /c/.../a/.../t/. Now I want you to
choose one of the words and say it slowly.”
– Record student responses on the assessment
sheet.
– One of the certificates on page 96 can be
completed and sent home with students to
inform parents and carers of their progress.
8
Game boards
Board 1
Board 2
© Blake Publishing — Funny Photo Alphabet Teaching Guide 9
Game boards
Board 3
Board 4
6
10 © Blake Publishing — Funny Photo Alphabet Teaching Guide